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Mission: to provide standards-based materials, training, and support for the effective integration of media literacy and critical thinking into classroom curricula at all educational levels
E-mail: looksharp@ithaca.eduWebsite: http://www.projectlooksharp.org
Project Look Sharp1119 Williams HallIthaca CollegeIthaca, NY 14850
Phone: (607) 274-3471Fax: (607) 274-1925
Goals for the Week
• to introduce participants to the theory and practice of media literacy education
• to introduce participants to the use and application of media technologies (including digital video, PPT, blogging and wikis)
• to help each participant develop a media literacy Application Project Plan (APP) for his/her own educational context
Syllabus and other key documents on the wiki
Schedule
Mon - Thur:7:30-8:15 breakfast:
AM: curriculum integration 8:30 start
11:45 LunchPM: Media Production12:45 start 4:00 end
additional lab hours 4-6pm Wed. and Thur.
Friday Presentations 8:30 start
2:00 end
After-Hours Options:
Mon. 5:00-7:15: Gorge Hike 7:30: dinner - Viva
Tue. 5:00-6:30: dinner - Thai 6:30-8:00: video Students
Wed. 4:00-6:00: lab open 5:00-7:15: tour of Ithaca 7:30: dinner - Moosewood
Thur. 4:00-6:00: lab open
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See Handouts
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KEY CONCEPTS OF MEDIA ANALYSIS
1. All media messages are “constructed.”
2. Each medium has different characteristics, strengths, and a unique “language” of construction.
3. Media messages are produced for particular purposes.
4. All media messages contain embedded values and points of view.
5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages.
6. Media and media messages can influence beliefs, attitudes, values, behaviors and the democratic process.
www.campaignforrealbeauty.com
online film
evolution
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Dove.com
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evolution
KEY CONCEPTS OF MEDIA ANALYSIS
1. All media messages are “constructed.”
2. Each medium has different characteristics, strengths, and a unique “language” of construction.
3. Media messages are produced for particular purposes.
4. All media messages contain embedded values and points of view.
5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages.
6. Media and media messages can influence beliefs, attitudes, values, behaviors and the democratic process.
We should critically decode the media messages we celebrate as well as the media messages we are critical of.
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Hate.ComExtremists on the Internet
produced by HBO andThe Southern Poverty Law Center
1. All media messages are “constructed.”
2. Each medium has different characteristics, strengths, and a unique “language” of construction.
3. Media messages are produced for particular purposes.
4. All media messages contain embedded values and points of view.
Hate.Com
Extremists on the Internet
produced by HBO andThe Southern Poverty Law Center
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5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages.
Hate.Com
Extremists on the Internet
produced by HBO andThe Southern Poverty Law Center
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KEY CONCEPTS OF MEDIA ANALYSIS
1. All media messages are “constructed.”
2. Each medium has different characteristics, strengths, and a unique “language” of construction.
3. Media messages are produced for particular purposes.
4. All media messages contain embedded values and points of view.
5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages.
6. Media and media messages can influence beliefs, attitudes, values, behaviors and the democratic process.
Disney’s
Aladdin
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What are ideas are communicated to you
about… the Arab world
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Newsweek, Dec. 24, 2001
KEY CONCEPTS OF MEDIA ANALYSIS
1. All media messages are “constructed.”
2. Each medium has different characteristics, strengths, and a unique “language” of construction.
3. Media messages are produced for particular purposes.
4. All media messages contain embedded values and points of view.
5. People use their individual skills, beliefs and experiences to construct their own meanings from media messages.
6. Media and media messages can influence beliefs, attitudes, values, behaviors and the democratic process.
For what purpose was each produced?
Entertainment Education Persuasion
Artistic Expression Profit
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Newsweek photo & caption
Dove.com video martinlutherking.org Stormfront web page
Obama web site
United States money
Hate.com - HBO video
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For what purpose was each produced?
Entertainment Education Persuasion
Artistic Expression Profit
Newsweek photo & caption
Obama web siteUnited States money
Ithaca Times cover
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Disney film
The “Big Six” media companies www.mediachannel.org/ownership
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• find the right documents documents that target your goals and audience get support in finding and accessing documents . (what already exists?, activate your velcro buds, get support)
address copyright issues
• decode different media forms• prepare probe questions and info.• assess and adapt your lessons
Decoding Media Documents:
Project Look Sharp 2008 Summer Institute wiki
Application
Project
Plans
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Do we have the right to critically analyze these copyrighted documents in
our classrooms without permission?
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Do we have the right to critically analyze these copyrighted documents in
our classrooms without permission?
We have the responsibility to critically analyze these documents in our
classrooms without copyright permission?
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6 principles5 questiosnreal bugas
community slides + videoafrica slides
IroquoisIroquois collage
peru 2 slideswar
looksharp
In order to teach students to be critical thinkers and literate democratic citizens in our media age teachers must train students to critique and analyze many different contemporary and historic media texts in multiple subject areas. Project Look Sharp invokes the fair-use provision of copyright law to provide teachers with media documents for the purpose of critical decoding in an educational context.
Fair-Use Statement
Fair Usetransforming the use
of copyrighted material
for the purpose ofcritique or analysisin an educational
context
NOT Fair Usecopying and/or showing clips
(without copyright clearance) for the same purpose as they were
intended (e.g. instruction), without
transforming the materials,
in a way that undermines the
market for the product
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